GROUP IV

MOTIVATIONAL
ACTIVITY
The day before
yesterday I was 25
and the next year I will
be 28. (This is true
only one day in a
year.) When was I
born?

ANSWER
I was born on
December 31st and
spoke about it on
January 1st.
In the following
"equation" 101 - 102 = 1
move one numeral, in
order to rectify it.

ANSWER
Move the numeral 2 half
a line up to achieve
101 10^2 = 1

101 100 = 1
Unusual Paragraph
How quickly can you find out what is
unusual about this paragraph? It looks
so ordinary that you would think that
nothing was wrong with it at all and, in
fact, nothing is. But it is unusual. Why?
If you study it and think about it you
may find out, but I am not going to
assist you in any way. You must do it
without coaching. No doubt, if you
work at it for long, it will dawn on you.
Who knows? Go to work and try your
skill.
ANSWER
The paragraph does not
contain a single instance of
the letter "e", the most
common letter in the
English language.
A man ate an egg each
day.He did not have any
chickens at home.He never
bought, borrowed or stole
chicken eggs.
Question: How is
this possible ?
ANSWER
They were
ostrich, goose,
fish, quail
..etc...eggs
A man states that he
is able to predict the
score of any football
game even before
the game begins.
Question : How is
this possible ?
ANSWER
0 to 0 at the start
of all games
A doctor in Paris has a
brother in Toronto who
is a lawyer.The lawyer
does not have a brother
who is a doctor in Paris.
Question: How is
this possible?
ANSWER
The doctor is a
woman.
DIFFERENT APPROACHES
AND METHODS
Direct/Expositive
Instruction Approach
Prepared By:
Jonel Pagalilauan
BSE Math

DIRECT INSTRUCTION
It is a way of teaching
which is aimed at helping
students acquire some
basic skills and
procedural knowledge.
It is teacher-directed and
teacher dominated.
The steps to employ the Direct
Instruction:
1. Provide rationale
2. Demonstrate the skill
3. Provide guided practice
4. Check for understanding and
provide feedback
5. Provide extended practice and
transfer

Instructional Characteristics
1. The strategy is teacher-directed.
2. The emphasis is on teaching of
skill.
3. It is taught in a step-by-step
fashion.
4. Lesson objectives include easily
observed behaviors that can be
measured accurately.
5. It is a form of learning through
imitation (behavioral modeling).
Guidelines for Its Effective
Use
1.) The students must
be given ample time
for practice.
2.) They must be included in
the planning stage since
this technique is highly
task-oriented and aimed at
mastery of every step. The
lesson objectives are
student-based.

3.) Describe the testing
situation and specify the
level of performance
expected.
4.) Divide complex
skills and
understanding into
subskills or into its
component steps.
5.) Design own
strategy in teaching
each skill.
6.) Before the
demonstration, carefully
rehearse all steps. The
steps should be
observed and followed.

7.) Assign practice for
short periods of time,
then continue learning
by imitating others.
8.) Provide feedback
and encouragement
through praises.
9.) Be able to
construct good
performance-based
tests.
The Procedure
1.) Explain the rationale
and objectives of the
lesson.
2.) Provide motivation and
draw commitments from
them.
3.) Conduct the
demonstration.
4.) Assign practice for short
periods of time. Continue
practice to the point of
overlearning for complete
mastery.
5.) Provide feedback.
6.) Focus on performance
evaluation rather than on
pencil-and-paper test. The
student should be able to
exhibit the skill mastered.
DEDUCTIVE
METHOD
It is teacher-dominated.
It begins with the
abstract rule,
generalization,
principle and ends with
specific examples, and
concrete details.
Advantages of
Deductive Method
1.) Coverage of a wider scope
of subject matter
2.) No bother on the part of the
teacher to lead learners to the
formulation of the
generalization or rule.
Disadvantages of
Deductive Method
1.) It is not supportive of the
principle that learning is an
active process.
2.) Lesson appears
uninteresting at first.
Inductive Method
It is less teacher-directed
than the deductive
method. It begins with the
specific details, concrete
data and examples and
ends with an abstract
generalization rule, or
principle.
Advantages of the
Inductive Method
1.) The learners are more engaged
in the teaching-learning process.
2.) Learning becomes more
interesting at the outset because
we begin with the experiences of
our students.
3.) It helps the development of our
higher-order-thinking-skills
(HOTS).
Disadvantages of the
Inductive Method
1.) It requires more time and
so less subject matter will be
covered.
2.) It demands expert
facilitating skills on the part
of the teacher.
DEMONSTRATION
METHOD
It is teacher-
dominated. The
teacher shows how to
operate, manipulate an
equipment while the
class observes.
Guidelines for Its Effective
Use
B
E
F
O
R
E
1.) The demonstrator/s must
be well selected.
2.) When planning the
activities make sure that
the materials are easily
available.
3.) Get ready with the
equipment and tools to be
used.

4.) The demonstrator must try
several times before the activity
for a smooth sequencing of the
steps as well as accuracy of the
result.
5.) The observers must prepared
and motivated to ensure
concentration throughout the
activity.
6.) The demonstrators must be
ready with on-the-spot revisions.
7.) Arrange the observers around
the demonstration area or at a
distance where they will be able
to observe fully what is going on.
8.) Depending on the kind of
demostration to be undertaken,
pointers or questions may be
given to focus their attention and
avoid inelevant observations.
D
U
R
I
N
G
1.) The place must be quiet.
2.) Extreme care must be
taken.
3.) No interruptions in the
activity.
4.) They are allowed taking
down notes or record some
data.
A
F
T
E
R


1.) Allow some questions which
bothetrd them during the
demonstration.
2.) An examination of the observed
data and all information recorded
follows.
3.) Have an analysis of trends, patterns
or uniform occurences.
4.) The conclusion or summary must be
cooperatively undertaken by the
whole class.
5.) Assess learning.
ADVANTAGES
1.) It follows a systematic
procedures,hence students will be
able to learn fro a well-tried
procedure.
2.) The used of expensive equipment
and machines will be maximized.
3.) Possible wastage of time, effort and
resources.
4.) It will not result to trial-and-error
learning.
5.) The findings are reliable
and accurate since the
procedure has been tried
before.
6.) The value of confidence is
developed among
demonstrators.
7.) Curiosity and keen
observing ability are instilled
among the observers.
GUIDED/EXPLORATORY
APPROACH
Reported by: Sheela Ordua
(BSEd-English)

INQUIRY APPROACH
GUIDED/ EXPLORATORY APPROACH
OUTCOMES OF INQUIRY
TEACHING
Teachers are likely to doubt whether they are
gaining a clear understanding of the content
being introduced
Its dependence on first-hand experience with
objects and phenomena occurring in the
environment is in agreement with the most
often cited theory of Piaget on intellectual
development
It develops initiative and divergent thinking
A deep sense of responsibility is developed
Facts and concepts that children discover by
themselves become stored as part of their
permanent learning
Experiencing success in discovery lessons builds
up the childrens feeling of confidence
Participation in inquiry activities strengthens
ones intellectual capabilities


PROBLEM SOLVING METHOD
GUIDED/ EXPLORATORY APPROACH
PROBLEM SOLVING METHOD
Employs scientific method in searching
information
Used most often in science and
mathematics classes

ADVANTAGES
PROBLEM SOLVING METHOD
ADVANTAGES OF PROBLEM
SOLVING METHOD
It is most effective in developing skill in
employing the science processes
The scientific method can likewise be used
effectively in other non-science subjects
The students active involvement resulting in
meaningful experiences serves as a strong
motivation to follow the scientific procedure in
future undertakings
problemsolving develops higher level thinking
skills
A keen sense of responsibility, originality and
resourcefulness are developed, which are much-
needed ingredients for independent study
The students become appreciative and grateful
for the achievement of scientists
Critical thinking, open-mindedness and wise
judgment are among scientific attitudes and
values inculcated through competence in the
scientific method
The students learn to accept the opinions and
evidence shared by others

PROJECT METHOD
GUIDED/ EXPLORATORY APPROACH
PROJECT METHOD
hands-on method
It requires students to present in
concrete form a learned concept or
principle
Sometimes referred to as self-directed
study

ADVANTAGES
PROJECT METHOD
ADVANTAGES OF PROJECT
METHOD
It emphasizes learning by doing
Constructive projects develops the students
manipulative skills
The planned design tests the students
originality, they become resourceful and
innovative
It can be employed among students who are
weak in oral communication
The completed project adds to ones feeling of
accomplishment and satisfaction
It instills the values of initiative, industry and
creativity
Working on a project in groups develop the
spirit of cooperation and sharing of ideas
In addition to a learning concept, students
become productive and enterprising.


METACOGNITIVE APPROACH
METACOGNITIVE APPROACH
Makes students think about their thinking
It has something to do with monitoring
their own cognitive processes

EXAMPLES
METACOGNITIVE APPROACH
EXAMPLES
Making students conscious of their
thought processes while thinking
Subvocalizing helps make problem-solvers
effective
Having students describe what is going
on in their minds
Having students identify what is known in
a situation or problem

CONSTRUCTIVIST APPROACH
CONSTRUCTIVIST APPROACH
Learning is an active process that results
from self-constructed meanings
Meaningful connection is established
between prior knowledge and the
present learning activity
Every individual constructs and
reconstructs meanings depending on
past experiences


REFLECTIVE TEACHING
Prepared By: Ma. Nora
Candari
REFLECTIVE TEACHING
It is anchored on the ability of the
teacher to guide students to reflect on
their own experiences in order to
arrive at new understandings and
meanings
It involves a thoughtful analysis of a
teachers actions, decisions and
results of teaching

According to Dewey;
reflective teaching is a behavior which
involves active, persistent and careful
consideration of any beliefs or practice
Learning that results from reflective
teaching is best described as one
borne of experiences that have been
deeply thought of, analyzed and
evaluated.

Reflection is inseparable from
experience
Experience is not yet best learning,
reflection is

INSTRUCTIONAL
CHARACTERISTICS
INSTRUCTIONAL
CHARACTERISTICS
3 KEY CHARACTERISTICS
ACCORDING TO SCHULMAN
(1990):
An ethic of caring
A constructivist approach
Tactful problem solving
Ethic of Caring
Refers to the teachers expression of
thoughtfulness
Guided by three effective ways:
Confirmation- a teacher takes time to
help student discover their individual
inclinations and capitalize them.
Dialogue- to talk honestly and openly
about ones innermost concerns
Cooperative practice- facilitates
learning through counseling and
guiding rather than just imparting
knowledge.

STRATEGIES
REFLECTIVE TEACHING
STRATEGIES
Self-analysis
keeping a record of success or failure,
problems and issues confronted, and
significance of learning events that
occurred to help analyze and clarify
important aspects that can help in
making decisions towards effective
teaching
Self-analysis in students is when s/he
reflects on why s/he failed or succeeded
at some task
STRATEGIES
Writing Journals
Reveals feelings about the days
activities
For a student, s/he enters in his
journal/diary his own self-analysis
A journal entry includes:
A description of the teaching/learning event
Outcomes of the event
Value or worthiness of the outcomes
Causes of success or failures
STRATEGIES
Keeping a Portfolio
A very personal document which
includes frank, honest and on-the-spot
account of experiences
Includes first hand observations and
personal knowledge
STRATEGIES
Observation of students responses
Some questions to be answered:
Did I motivate them enough to continue on?
Are the students learning from the activity?
Why or why not?
Am I relating the lesson to their knowledge
and interests? How can I do better?
How good was my classroom management
skill?
STRATEGIES
Questions at the End of Every
Lesson:
Did anything significant occur? If so,
describe why it happened.
Was the strategy I used the most
effective one? What other strategies
might have been effective?
Did I exhibit flexibility in modifying my
lesson according to their responses?
What have I learned about my own
teaching? Have I become a better
teacher?

COOPERATIVE LEARNING
APPROACH
COOPERATIVE LEARNING
APPROACH
Makes use of a classroom
organization where students work in
groups or teams helping each other
learn but keeping each individual
member accountable for his/her
learning
Learning environment is
characterized by strong motivation
and smooth interpersonal
interactions.

CHARACTERISTIC
FEATURES
COOPERATIVE LEARNING
APPROACH
CHARACTERISTIC
FEATURES
It has two important components:
A cooperative incentive structure- one or
two individuals are interdependent on
rewards
A cooperative task structure- two or
more individuals are allowed,
encouraged or required to work together
to complete a task.

PEER TUTORING/
TEACHING
PEER TUTORING/ TEACHING
It is learning with the help of a
classmate tutor who belongs more or
less to the same age group
the best way to learn something is to
teach it
Makes students teach each other in a
Pair, Think, Share! manner

DIFFERENT TUTORING
ARRANGEMENTS
PEER TUTORING/
TEACHING
DIFFERENT TUTORING
ARRANGEMENTS
INSTRUCTIONAL TUTORING- older students
help younger ones in a one-to-one or one-to-a
group basis
SAME AGE TUTORING- works well with children
who can act as interactive pairs
MONITORIAL TUTORING- monitors are assigned
to lead a group
STRUCTURAL TUTORING- highly structured
tutoring is administered by trained tutors
SEMI-STRUCTURED TUTORING- the tutor
guides his/her tutee through a carefully-planned
learning guide but is free to modify it according to
the tutees own interests and skills

PARTNER LEARNING
PARTNER LEARNING
Learning up with a classmate as
partner for learning
Can be employed when students
rehearse what they have learned and
explore their understanding of content
with a partner
VARIOUS FORMS of
MEDIA
Prepared by:
Jade A. Adorna
&
Ranilyn Tiozon
AUDIO Recordings

e Audio recordings include
tapes, records and compact
disc. Tapes maybe in form
of teacher-recorded,
student-recorded or ready
made tapes that are
commercially produced.
Advantages:
` Improve listening skills
` Easy to operate
Safe way of storing information
Can be used for big or small groups
Best used to improve speech skills
Lessen distraction when used with
headphones
Disadvantages:

Extended use may bore
students

+Costly compared to actual
oral presentation
OVERHEAD Projector

By using an overhead
projector, a transparency can
show pictures diagrams and
sketches at a time when they
are needed in discussion
Advantages:
Transparencies can easily
prepared by the teacher or
the students.
- OHP is easy to operate
OHP presentation can be
used with large or small
groups.
BULLETIN Boards

gA bulletin board is usually
stationary on a wall or it
can be movable. The
surface is made of cork or
soft wall boards for easy
attachment display items.
Advantages:
It can present a preview of the
lesson to be presented as a
way of motivating the
students.
- The attractive display can add
life and color to a drab room
atmosphere.
A display can allow a number
of students to browse over its
contents at the same time.
CHALKBOARD

This includes not only
those with flat and wide
surfaces but also the
portable types which can
be moved or even serve
as dividers.
ABNKKBSNPLAKO
Advantages:
eIt is easily available
<It is inexpensive and easy to
install
eThe attention of the class
can easily be held and
focused, it being located
usually in front of the room.
CHARTS

Charts may be in the form of
maps, graphs, photographs
and cut-outs. They may be
prepared graphic devices or
posters.
Advantages:
o Charts ban be used over and
over again.
They can be moved easily from
one place to another.
- Colored charts are more
attractive
O Charts can be made by
students.
MOCK-UPS

A mock-up is a replica or
an object that maybe
larger or smaller in scale.
If is intended to show the
essential parts which are
made detachable.
Advantages:
It can be constructed by the
teacher since she knows
which part should be
emphasized. In a mock-up
structure of a flower the
detachable parts could be the
pistil and the stamen.
- It is a way of focusing
observations on the desired
part to be studied as well as
the functional relationships of
the parts.
Assesment of Learning
Prepared By: Jacqueline Talaugon
and Jenalyn Segun
If the proof of the pudding
is in the eating, then the
proof of learning is results
obtained from assessing.
Guiding Principles in the
Assessment of Learning
1.) Assesment of learning is
an integral part of the
teaching-learning process.

2.) Assessment tool should
match with performance
objective.
3.) The results of assessment
must be fed back to the
learners.
4.) In assessing learning,
teachers must consider
learners, learning styles and
multiple intelligences and so
must some up with a variety of
assessing learning.
5.) To contribute to the building of
the culture of success in the
school, it is pedagogically sound
that in our assessment
techniques we give some
positive feedback along with not
so good ones.
6.) Emphasize on self-
assessment.
7.) If we believe that our task as
teachers is to teach all
pupils/students, and that it is possible
that all students, even those from
limited backgrounds, will have access
to opportunities and therefore can
achieve, then the bell curve mentally
must be abandoned.
8.) Assessment of learning
should never be used as
punishment or as a
disciplinary measure.
9.) Results of learning
assessment must be
communicated regularly
and clearly to parents.
10.) Emphasize on real
world applications that
favors realistic
performances over out-of-
context drill items.
Assessment in Different
Phases of Instruction



Prior to Instruction - You may give
pre-teaching assessment to determine
where your students are in relation to
your lesson.
During Instruction

There are many ways by which learning can
be assessed in the process of teach:
* by posing oral question or by observing
them as they perform classroom activities
or exercises
* giving quiz

After Instruction

After you spent an hour or less
teaching you would like to find out
proof of learning. You will do
formative evaluation.


Appropriate Assesment Tools

1. The teacher-made test or the paper-pencil
test
-it is the most common tool used to assess
learning.
2. Autnentic tools and assesment this
method examines the students ability to
apply knowledge in performing a task
that is exactly what is existing in real life.
*Performance Test - is for
assessing of skills learned.
* Portfolio Assessment - it is a
method of collecting and evaluating
a variety of student work.

EX.
TYPES OF PORTFOLIO
1.) Best Work - this type
encourages self-assessment
and illustrate what he is
capable doing.
2.) Scrapbook type-- It
includes tests, check-list,
observations and rating
scales chosen by both
student and teacher.
3.) Evaluation Portfolio - this
collection of work that could
indicate student learning,. such
as examination, booklets,
written report.